Research Article

Pandemic pedagogy conceptualizations of university students during emergency remote education

Cathy Mae Dabi Toquero 1 * , Joel Paco Toquero 2
More Detail
1 College of Education, Mindanao State University, General Santos City, PHILIPPINES2 Independent Researcher, Sultan Kudarat, PHILIPPINES* Corresponding Author
Mediterranean Journal of Social & Behavioral Research, 7(3), October 2023, 177-182, https://doi.org/10.30935/mjosbr/13403
Submitted: 15 March 2023, Published Online: 18 June 2023, Published: 01 October 2023
OPEN ACCESS   1149 Views   459 Downloads
Download Full Text (PDF)

ABSTRACT

During the spike of the global health crisis, literature has conceived pandemic pedagogy in a broad sense of meaning based on pedagogical assumptions. Few studies explore the conceptualizations of students regarding pandemic pedagogy. Based on state university students’ reflections and insights during emergency remote learning, this study examined pandemic pedagogy through the content analysis of 37 learning modules. The student teachers conceptualize pandemic pedagogy as encompassing six approaches to mitigate learning during emergency remote education in the context of the Philippines. Pandemic pedagogy encapsulates the pedagogical concepts of personalized learning, human centered pedagogy, pedagogy of care, active learning pedagogy, game-based learning, and contextualized online pedagogy. Through a better understanding of how students choose to learn, teachers can improve online course plans to sustain students’ engagement in emergency online or remote learning.
Keywords: COVID-19, pandemic pedagogy, reflections, ERT, online learning, approaches

CITATION (APA)

Toquero, C. M. D., & Toquero, J. P. (2023). Pandemic pedagogy conceptualizations of university students during emergency remote education. Mediterranean Journal of Social & Behavioral Research, 7(3), 177-182. https://doi.org/10.30935/mjosbr/13403

REFERENCES

  1. Barbour, M. K., LaBonte, R., Kelly, K., Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., Bond, A., & Hill, P. (2020). Understanding pandemic pedagogy: Differences between emergency remote, remote, and online teaching. State of the Nation: K-12 e-Learning in Canada. https://k12sotn.ca/wp-content/uploads/2020/12/understanding-pandemic-pedagogy.pdf
  2. Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), em0060. https://doi.org/10.29333/pr/7937
  3. Bozkurt, A., & Sharma, R. C. (2020). Education in normal, new normal, and next normal: Observations from the past, insights from the present and projections for the future. Asian Journal of Distance Education, 15(2), i-x. https://doi.org/10.5281/zenodo.4362664
  4. Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-Freih, M., Pete, J., Olcott Jr, D., Rodes, V., Aranciaga, I., Bali, M., Alvarez Jr, A. V., Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., de Coëtlogon, …, & Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126. https://doi.org/10.5281/zenodo.3878572
  5. Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P. A., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20. https://doi.org/10.37074/jalt.2020.3.1.7
  6. Daniel, J. D. (2020). Education and the COVID-19 pandemic. Prospects, 49, 91-96. https://doi.org/10.1007/s11125-020-09464-3
  7. Dembereldorj, Z. (2021). Exploring online student engagement during COVID-19 pandemic in Mongolia. International Journal of Higher Education, 10(7), 10-18. https://doi.org/10.5430/ijhe.v10n7p10
  8. Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62, 107-115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
  9. Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
  10. Gillett-Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 20-30. https://doi.org/10.5204/jld.v9i3.293
  11. Grewenig, E., Lergetporer, P., Werner, K., Woessmann, L., & Zierow, L. (2020). COVID-19 and educational inequality: How school closures affect low-and high-achieving students. SSRN. https://doi.org/10.2139/ssrn.3720405
  12. Gustiani, S. (2020). Students’ motivation in online learning during COVID-19 pandemic era: A case study. Holistics, 12(2), 23-40.
  13. Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
  14. Khalil, R., Mansour, A. E., Fadda, W. A., Almisnid, K., Aldamegh, M., Al-Nafeesah, A., Alkhalifah, A., & Al-Wutayd, O. (2020). The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: A qualitative study exploring medical students’ perspectives. BMC Medical Education, 20, 285. (2020). https://doi.org/10.1186/s12909-020-02208-z
  15. Krippendorff, K. (2004). Content analysis: An introduction to its methodology. SAGE.
  16. Means, B., Neisler, J., Langer Research Associates. (2020). Suddenly online: A national survey of undergraduates during the COVID-19 pandemic. Digital Promise. https://doi.org/10.51388/20.500.12265/98
  17. Michael, J. (2006). Where’s the evidence that active learning works? Advances in Physiology Education, 30(4), 159-167. https://doi.org/10.1152/advan.00053.2006
  18. Murphy, L., Eduljee, N. B., & Croteau, K. (2020). College student transition to synchronous virtual classes during the COVID-19 pandemic in Northeastern United States. Pedagogical Research, 5(4), em0078. https://doi.org/10.29333/pr/8485
  19. Nieto-Escamez, F. A., & Roldán-Tapia, M. D. (2021). Gamification as online teaching strategy during COVID-19: A mini-review. Frontiers in Psychology, 1644. https://doi.org/10.3389/fpsyg.2021.648552
  20. Saglamel, H., & Erbay Cetinkaya, S. (2022). Unraveling college students’ conceptualisation of emergency remote teaching: A metaphor analysis. Journal of Educational Technology & Online Learning, 5(3), 481-499. https://doi.org/10.31681/jetol.1034422
  21. Schwartzman, R. (2020). Performing pandemic pedagogy. Communication Education, 69(4), 502-517. https://doi.org/10.1080/03634523.2020.1804602
  22. Sheppard, J. (2021). Pandemic pedagogy: What we learned from the sudden transition to online teaching and how it can help us prepare to teach writing in an uncertain future. Composition Studies, 49(1), 60-83.
  23. Tarchi, C., Brante, E. W., Jokar, M., & Manzari, E. (2022). Pre-service teachers’ conceptions of online learning in emergency distance education: How is it defined and what self-regulated learning skills are associated with it? Teaching and Teacher Education, 113, 103669. https://doi.org/10.1016/j.tate.2022.103669
  24. Toquero, C. M. (2020a). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research, 5(4), em0063. https://doi.org/10.29333/pr/7947
  25. Toquero, C. M. (2020b). Emergency remote education experiment amid COVID-19 pandemic. International Journal of Educational Research and Innovation, 15, 162-176. https://doi.org/10.46661/ijeri.5113
  26. Toquero, C. M., Sonsona, D. A., & Talidong, K. J. B. (2021). Game-based learning: Reinforcing a paradigm transition on pedagogy amid COVID-19 to complement emergency online education. International Journal of Didactical Studies, 2(2), 101458. https://doi.org/10.33902/IJODS.2021269730
  27. Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & Health Sciences, 15(3), 398-405. https://doi.org/10.1111/nhs.12048
  28. Wu, F., & Teets, T. S. (2021). Effects of the COVID-19 pandemic on student engagement in a general chemistry course. Journal of Chemical Education, 98(12), 3633-3642. https://doi.org/10.1021/acs.jchemed.1c00665
  29. Wut, T., & Xu, J. (2021). Person-to-person interactions in online classroom settings under the impact of COVID-19: A social presence theory perspective. Asia Pacific Education Review, 22, 371-383. https://doi.org/10.1007/s12564-021-09673-1
  30. Yan, Z. (2020). Unprecedented pandemic, unprecedented shift, and unprecedented opportunity. Human Behavior and Emerging Technologies, 2(2), 110-112. https://doi.org/10.1002/hbe2.192
  31. Zhao, Y., & Watterston, J. (2021). The changes we need: Education post COVID-19. Journal of Educational Change, 22, 3-12. https://doi.org/10.1007/s10833-021-09417-3
  32. Zhu, X., & Liu, J. (2020). Education in and after COVID-19: Immediate responses and long-term visions. Postdigital Science and Education, 2, 695-699. https://doi.org/10.1007/s42438-020-00126-3
  33. Zimmerman, J. (2020). Coronavirus and the great online-learning experiment. Chronicle of Higher Education. https://www.chronicle.com/article/Coronavirusthe-Great/248216